One important idea learned this week involves how technology integration strategies impact student learners. In articles by Michael Page and John Schacter student success both traditional areas, such as test scores and skill mastery and non tradition areas, such as self esteem and grasping higher concepts are examined. In the first article by Schacter, The Impact of Education Technology on Student Achievement (1999) he makes some profound positive and negative findings. Positively, students using computer-based instruction scored higher on achievement tests, learned in less time, and liked their classes more. Negative findings indicate that not all areas were affected by computer based instruction. Page communicates in Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status (2002) the positive effects of technology enriched learning on achievement, self-esteem, and nontraditional learners. The overall ideas learned are technology integration is important and must be combined with proper educator development and content.
Another important concept learned this week comes from the Center for Applied Special Technology (CAST). Their solution to reaching the diverse student populations is called Universal Design for Learning (UDL). UDL provides a framework for creating flexible goals, methods, materials, and assessments. It is important to understand that universal does not mean there is a single solution for all learners. Rather, the need for multiple approaches to meet the needs of diverse learners. Recent research in neuroscience shows that each brain processes information differently. Research by CAST has identified three primary brain networks and the roles they play in learning. Recognition networks which is how we identify and categorize what we see, hear, and read. Strategic networks, which is how we organize and express our ideas. Finally, Affective networks, which is how students are engaged and motivated. UDL helps educators customize a curriculum that offers multiple means of representation, multiple means of action and expression, and multiple means of engagement. Key is a flexible digital media makes it easier than ever to provide these multiple alternatives
One important idea learned this week involves how technology integration strategies impact student learners. In articles by Michael Page and John Schacter student success both traditional areas, such as test scores and skill mastery and non tradition areas, such as self esteem and grasping higher concepts are examined. In the first article by Schacter, The Impact of Education Technology on Student Achievement (1999) he makes some profound positive and negative findings. Positively, students using computer-based instruction scored higher on achievement tests, learned in less time, and liked their classes more. Negative findings indicate that not all areas were affected by computer based instruction. Page communicates in Technology-Enriched Classrooms: Effects on Students of Low Socioeconomic Status (2002) the positive effects of technology enriched learning on achievement, self-esteem, and nontraditional learners. The overall ideas learned are technology integration is important and must be combined with proper educator development and content.
Another important concept learned this week comes from the Center for Applied Special Technology (CAST). Their solution to reaching the diverse student populations is called Universal Design for Learning (UDL). UDL provides a framework for creating flexible goals, methods, materials, and assessments. It is important to understand that universal does not mean there is a single solution for all learners. Rather, the need for multiple approaches to meet the needs of diverse learners. Recent research in neuroscience shows that each brain processes information differently. Research by CAST has identified three primary brain networks and the roles they play in learning. Recognition networks which is how we identify and categorize what we see, hear, and read. Strategic networks, which is how we organize and express our ideas. Finally, Affective networks, which is how students are engaged and motivated. UDL helps educators customize a curriculum that offers multiple means of representation, multiple means of action and expression, and multiple means of engagement. Key is a flexible digital media makes it easier than ever to provide these multiple alternatives